نوع مقاله : مقاله پژوهشی
نویسندگان
1 عضو هیات علمی گروه جامعه شناسی دانشگاه آیت الله بروجردی
2 مدرس،خیابان صبا،پلاک۳،ساختمان۳نیک،طبقه۳
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Background and Objectives: The main problem of this research is the crisis of cultural authority of female teachers in girls' schools in the age of new media.
Methodology: This study employed a qualitative approach using van Manen's (1990) interpretive phenomenology. Participants were 12 female secondary school teachers in Borujerd, selected through purposive sampling with maximum variation. Data were collected through in-depth phenomenological interviews (18 hours and 27 minutes) and analyzed in four phases.
Findings: From 240 initial codes, seven main themes were extracted. Two key themes emerged: "rupture from established cultural frameworks," which reflects teachers' sudden realization of the non-exclusive nature of their cultural authority, and "reclamation of embodied presence," which demonstrates teachers' turn to touch, eye contact, and small bodily rituals as an antidote to cold digital communication. Reconstructing the existential structure of experience across van Manen's four lifeworld dimensions (lived body, lived relation, lived time, lived space) revealed that the teacher's cultural role is redefined from "absolute owner of meaning" to "border host."
Conclusion: This redefinition exemplifies "cultural resilience"—the ability to maintain and develop professional and cultural identity in the face of change, without rigid resistance or passive submission. The practical implication for the educational system is the need to shift teacher training programs from a narrow focus on technical skills toward empowering teachers for "cultural translation" and "creating safe spaces."
کلیدواژهها [English]
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